A. The Faculty Senate adopted a resolution on May 4, 1998 to reaffirm
its support for the University's Affirmative Action policy on searches involving
permanent faculty vacancies. The resolution called on search committees to engage
in extraordinary efforts to recruit faculty and where appropriate to recruit
faculty that can teach courses on diversity issues. The Senate minutes of that
date read as follows:

1. RESOLVED: that for all current and future searches to fill vacancies,
extraordinary efforts be instituted to identify outstanding minority candidates;
and be it further

2. RESOLVED: to recruit faculty, where appropriate, who can teach
on diversity issues, non-western culture and topics related to domestic
and international ethnic diversity in addition to narrow and specialized
subject matter, all searches to fill permanent faculty vacancies be national
and international in scope.

B. Responsibility for identifying extraordinary efforts to recruit minority
faculty was given to the Committee on Diversity and Affirmative Action. The
Committee on Diversity and Affirmative Action is a standing committee of the
Faculty Senate charged with the review of "all University policies and
practices pertaining to diversity and affirmative action in the recruiting and
retaining of students, staff and faculty."

C. In keeping with the Committee's general charge and directly related
to the Faculty Senate resolution, the purposes of this report are threefold.
First, to note the continuing need for and importance of the faculty Senate's
commitment to extraordinary efforts to recruit minority faculty. Second, to
expand upon the recruitment strategies suggested by the President's Commission
to Promote Racial and Cultural Diversity. Third, to propose an expanded focus
in the future on retention of minority faculty.

II. THE PROBLEM

A. The University of Delaware has an expressed commitment to a culturally
and racially diverse community of faculty, students, and staff. To this end
the University has made some progress in increasing the number of faculty who
were members of a protected class as identified under Title VII of the Civil
Rights Act of 1964. Given the demographics of our state and the region, it is
important that we have a faculty that reflects the diversity of the region (and
at minimum the student population) we serve. Nearly 17 percent of Delaware's
population is of African heritage, 1.3 percent Asian, .03 percent Native American
and 2.3 percent Hispanic. Currently, 5.6 percent of the University's student
population is of African heritage, 2.4 percent are Hispanic, 2.7 percent are
of Asian heritage, and .03 percent were Native Americans.

B. However, the University still has a long way to go toward increasing
the proportion of the faculty who are of African, Asian/Pacific Island, Hispanic,
or Native American heritage. Roughly eighty-seven percent of the full-time faculty
at the University during the 1999-2000 academic year were white. All but one
part-time faculty member was white. In 1995, 11.4 percent of the full-time faculty
were either of African, Asian/Pacific Island, Hispanic, or Native American heritage.
By 1999, the proportionate size of the faculty that was minorities increased
by only one percent.

C. Among the minority faculty members, faculty of Asian/Pacific Island
heritage experienced the greatest increase in their proportionate size between
1995 and 1999. In 1995, there were fifty-one faculty members of Asian/Pacific
Island heritage and by 1999 this number had increased to seventy-one. In 1999,
faculty of Asian/Pacific Island heritage represented 7.6 percent of the faculty.
The University should be commended for the growth in the size of the Asian/Pacific
Island faculty.

D. Unfortunately, the University has not experienced the same level
of success in increasing the number of faculty of African, Hispanic, or Native
American heritage. Since 1995, the number of faculty members of African heritage
has increased by four. The number of Hispanic faculty members actually declined
by three and Native American faculty declined by one. Based on the Office of
Institutional Research and Planning's March 1998 Workforce Analysis, the proportion
of the University's faculty who were of African heritage or Hispanic lagged
behind the national figure.

E. If the University of Delaware wishes to be a leader in the world
of academics it must work to diversify its faculty. Rapid globalization and
technological advances necessitate that if the University is to remain a leader
in the world of academia, it must work to achieve a culturally and racially
diverse faculty. We are convinced that greater faculty diversity would enhance
the learning experiences of all students, and provide students
from ethnic and racial minority backgrounds with additional role models and
mentors. To that end the faculty should be called on to take extraordinary efforts
to recruit and retain minority faculty.

III. THE IMPORTANCE

A. As stated in the President's Commission Report, "The University
of Delaware is committed to an educational community that is intellectually,
culturally, and socially diverse, and it is only enriched by the contributions
and full participation of people from different backgrounds." It is clear
to us that diversifying our staff must be a condition of our desire to achieve
excellence.

B. Such diversity will enhance all aspects of the educational and community
life of this institution. A culturally and racially diverse faculty enhances
the learning experience of the majority student population by offering opportunities
to engage different perspectives of life. It is important that minority students
have mentors and role models on campus that shares a common heritage with them.
The minority communities in the state (and the general population as a whole)
would also benefit from a diverse faculty whose research interests address the
problems and needs of the community.

C. To capture the University's vision of an intellectually, culturally,
and socially diverse community, we must commit ourselves to taking proactive
steps to address. Our claim to excellence depends on it.

IV. SUGGESTIONS FOR THE RECRUITMENT OF MINORITY FACULTY

A. Practices for Adoption

1. In its 1997-98 Annual Report, the President's
Commission to Promote Racial and Cultural Diversity listed the following general
suggestions and practices for adoption.

i. Assure that job descriptions and announcements
for faculty positions are not drawn so "narrowly" as to preclude
applications from faculty with broad academic backgrounds.

iii. Require every academic department to submit
a plan for diversifying the faculty before approval is given to fill a faculty
vacancy.

iv. Require that the affirmative action officer
participate actively in faculty search committee activities and develop
a packet of information for each search committee that lists pertinent referral
organizations as well as potential candidates for a vacant faculty position.

v. Provide funds for increased advertisement
and travel so that search committee members are encouraged to expand their
horizons in identifying potential minority applicants.

vi. Plan campus visits that emphasize a welcoming
climate for minority candidates; involve Commission members in this activity.

vii. Review hiring packages offered to minority
candidates to assure that all possible enhancements are included.

viii. Convince minority faculty candidates that
the University of Delaware is interested in advancing their academic careers.

ix. Develop an orientation program for first-year
faculty members to address the challenges and opportunities of teaching
on a campus that encourages diversity on its faculty, staff, and student
body.

B. General Suggestions

1. President's Commission to Promote Racial and
Cultural Diversity suggestions to the recruitment of minority faculty (as
reported in the 1997-1998 Annual Report). The Commission is currently working
to expand their list.

i. Encourage deans and academic administrators to attend conferences
on diversity and recruitment in higher education.

Ii Encourage the Provost or designee to participate in faculty search
committee meetings

iii. Develop graduate programs that draw upon the talents of minority
faculty so that minority Ph. D. students are encouraged to come to Delaware
and perhaps stay on as junior faculty.

Iv Create close ties with historically Black colleges and universities
to establish a network of African American scholars who can identify talented
minority faculty for positions at Delaware

1. The faculty senate's Diversity and Affirmative
Action Committee suggests that departments and the University be called on
to take "extraordinary efforts" to recruit and retain minority faculty through
activities such as:

i. Continuing dialogue about race and race relations at the University;

ii. Through formal and informal dialogue, discuss issues and concerns
associated with minority recruitment and the need to take extraordinary
efforts to increase the number of minority candidates in the applicant pool;

iii. Identifying and/or expanding opportunities in the curriculum
to reflect the teaching and research interests of minority faculty;

iv. Expanding the placement
of ads in specialized journals and on websites that attract culturally and
raciallydiverse
audiences;

v. Encouraging search committees to routinely
use their discipline's professional organization to identify potential minority
candidates.

Vi Organizing small conferences and workshops
to attract and familiarizeminority candidates with the University;

vii. Encouraging the University to hire and/or
promote minorities into senior administrative positions;

viii. Developing an interactive website designed
to receive information from potential minority candidates;

ix. Extending invitations to senior minority
candidates to lecture at the University;

xi. Expanding the use of post-doctoral or visiting
instructor status as a way of bringing minority faculty to campus;

xii. Encouraging departments to make the case
to the appropriate dean for hiring the department's first choice and to
consider hiring the short-listed minority candidate if the minority candidate
is not the first choice but is qualified for the position and agreeable
to the faculty of that department;

xiii. Encouraging the University to provide colleges
and departments who have made significant attempts to diversify their faculty
with special recognition and other incentives; and

xiv. Increasing graduate fellowship opportunities
that will encourage minority students to apply.

V. CONCLUSION

Currently, the President's Commission to Promote Racial and Cultural Diversity
is undertaking efforts to identify ways to increase the proportion of the faculty
of African, Asian, Hispanic, and Native American heritage. While the University
has expressed a commitment to a diverse community of faculty, students, and
staff, the fact remains that "faculty hire faculty." The University's
ability to recruit minority faculty depends heavily on the actions of both the
administration and the faculty. Over the past ten years, the number of minorities
with Ph. Ds has gradually increased, and the increase in the number of minority
faculty at the University of Delaware needs to reflect this trend. Finally,
although the emphasis of the report has been on cultural and racial diversity
among the faculty, it is equally important that these diversity issues and solutions
be used to achieve gender and sexual orientation diversity.

Diversity Web, an interactive resource hub for higher education. It includes the following areas: Recommended Resources, Discussion Forums, and Institution Profiles. These links are related to more than just recruitment/retention, but recruitment/retention is certainly included here. Within Recommended Resources, there is a link called "Faculty and Staff Recruitment, Promotion, and Tenure," which includes 14 links to studies, projects, journals, etc. directly related to our topic. The "Institution Profiles" link includes information on hundreds of colleges and universities, including statistics on population and on their policies related to diversity. The Association of American Colleges and Universities and the University of Maryland creates this site.

Directory of Women in Science and Engineering pad Candidates and Recipients
and Postdoctoral Appointees

The Future Black Faculty

Directory of Ethnic Minority Professionals in Psychology

The Minority and Women Doctoral Directory

And reports, such as:

Keeping our Faculties: Addressing the Recruitment and Retention of
Faculty of Color in Higher Education, Symposium, October 18-20, 1998,
Executive Summary, Caroline Sotello Viernes Turner*, Symposium Coordinator,
Office of the Associate Vice President for Multicultural and Academic
Affairs and Department of Educational Policy and Administration University
of Minnesota

Strategies include:
Monitor the success of efforts to create a diverse workforce; Develop
information packets and a list of contact persons to assist units in
recruiting faculty and staff from underrepresented groups; Develop and
implement a plan to establish a functional staff development center
serving women and underrepresented minorities; Appoint coordinators/directors
of minority programs to search committees; Develop a plan to expand
access to support services provided by the Senior Faculty Mentor; Complete
design and implementation of a systematic exit interview process; Use
the findings to recommend policies to reduce disproportionate attrition
of faculty and staff who are members of underrepresented groups; Maintain
support for the Minority Professional Entry and Staff Assistant Development
Programs; Continue design of and advocacy for "family friendly" employment
policies and augmented reward systems

Strategies include: Special supplemental allocation of $5 million
($1 million/year) for recruitment and retention of students and faculty;
Within existing fundraising campaign, raise $20 million to establish
endowment for recruitment, retention, and diversity programs; Seek $250,000
to support faculty and student research on diversity in university settings;
Appointment of Special Advisor to President

3. Diversity and Equity: A Blueprint for Action
University of Colorado at Boulder

Strategies include: Collaboration between Ethnic Studies departments
and others on recruitment efforts; Focus on hiring into positions available
through faculty turnover; Funds for "dissertator-in-residence" and visiting
faculty; Continue orientation and guidance for new faculty; Encourage
mentor relationships.

Strategies include: Seminars devoted to issues of diversity;
Special funds for initial salary supplements from administration, research
and professional development support; Focus on including minority candidates
in hiring pools.

Strategies include: Aggressive recruitment through the regular
search process, including "over-hiring" from short list of candidates;
Pre-select process for talented minority faculty at the tenured level;
Program to hire minority visiting faculty on a temporary basis; Potential
provision of additional incentives to individual academic units taking
into account contributions made to the broad institutional goals of
increasing faculty diversity;

Minority Faculty Reinvestment Fund providing base budget support of
$550,000 annually to the provost for the implementation of this plan.